A Comparative Study Of The Theoretical Knowledge In Different Editions Of Compulsory Chemistry Textbooks

With the implementation of the new curriculum reform,the new changes have taken place in the textbook,chemistry textbooks have achieved the changes “anoutline only a book”in “several books in a standard”.High school chemistry teaching materials in the theoretical knowledge occupy a large proportion.There are some differences in the arrangement of theoretical knowledge in different editions of textbooks.In this paper,the current three editions of high school chemistry compulsory teaching materials,and the theoretical knowledge as the object of study,a comparative analysis.This will play a positive role in the reasonable selection and use of teaching materials and the optimization of theoretical knowledge.In this paper,literature analysis and comparative analysis of two methods,the PEP,Jiangsu,Shandong version three to version 2,1 compulsory teaching materials in the theory of knowledge analysis and comparison.The research contents are as follows:First of all,the consistency between the theoretical knowledge in the textbook and the content of the curriculum standard is analyzed.Research findings:The three versions of textbooks are based on curriculum standards of chemistry,the theoretical knowledge can meet the standard requirements,but based on the standards of the contents and textbooks according to the need of "theory of knowledge" was extended,expanded content is distributed in different parts and the same characteristic.Secondly,it makes a comparative analysis of the content organization arrangement.Research findings:In the theory of knowledge arrangement,the PEP compulsory 1 and Roucaud required 1 belong to the "centralized" organization arrangement,organization arrangement with the concept of "group" as a unit.The Soviet version tends to be "decentralized" organization.In the aspect of the specific arrangement of the theoretical knowledge,in addition to the centralized arrangement and the scattered arrangement,the different versions of the textbooks are also very different in the style of the arrangement and the mosaic arrangement.Finally,the content of the presentation from the overall and specific two aspects of comparative analysis.The three editions of compulsory teaching materials are presented in terms of the characteristics of the columns and the differences andcharacteristics of the content of the material.